AP English: Literature and Composition Rubric:
(Shakespeare’s As You Like It, Jacques’s Speech)
The score reflects the quality of the essay as a whole- its content, its style, its mechanics. Students
are rewarded for what they do well. The score for an exceptionally well-written essay be raised
by 1 point above the otherwise appropriate score. In no case may a poorly written essay be scored
higher than a 3.
9–8
These essays offer a persuasive analysis of Shakespeare’s use of literary devices to convey
Jacques’s response to the statement made by Duke Senior. The essays offer a range of
interpretations; they provide convincing readings of Jacques’s response, Shakespeare’s use of
literary devices, and the relationship between the two. They demonstrate consistent and effective
control over the elements of composition in language appropriate to the analysis of poetic speech.
Their textual references are apt and specific. Though they may not be error-free, these essays are
perceptive in their analysis and demonstrate writing that is clear and sophisticated, and in the case
of an essay earning a 9, especially persuasive.
7–6
These competent essays offer a reasonable analysis of Shakespeare’s use of literary devices to
convey Jacques’s response to Duke Senior. They are less thorough or less precise in their
discussion of Jacques’s response and Shakespeare’s use of literary devices and their analysis of the
relationship between the two is less convincing. These essays demonstrate the student’s ability to
express ideas clearly with references to the text, although they do not exhibit the same level of
effective writing as essays in the 9–8 scoring range. While essays scored 7–6 are generally well
written, those scored a 7 demonstrate more sophistication in both substance and style.
5
These essays may respond to the assigned task with a plausible reading of Shakespeare’s use of
literary devices to convey Jacques’s response, but they may be superficial in their analysis of the
speech. They often rely on paraphrase, but paraphrase that contains some analysis, implicit or
explicit. Their analysis of Jacques’s response or Shakespeare’s use of literary devices may be
vague, formulaic, or minimally supported by references to the text. There may be minor is
interpretations of the speech. The essays demonstrate some control of language, but the writing
may be marred by surface errors. These essays are not as well conceived, organized, or developed
as those in the 7–6 range.
4–3
These lower-half essays fail to offer an adequate analysis of the speech. The analysis may be
partial, unconvincing, or irrelevant, or may ignore the complexity of Jacques’s response or
Shakespeare’s use of literary devices. Evidence from the speech may be slight or misconstrued, or
the essays may rely on paraphrase only. The writing often demonstrates a lack of control over the
conventions of composition: inadequate development of ideas, accumulation of errors, or a focus
that is unclear, inconsistent, or repetitive. Essays scored a 3 may contain significant misreading
and/or demonstrate incompetent writing.
2–1
These essays compound the weaknesses of those in the 4–3 range. Although some attempt has
been made to respond to the prompt, assertions are presented with little clarity, organization, or
support from the speech. The essays may contain serious errors in grammar and mechanics. They
may offer a complete misreading or be unacceptably brief. Essays scored a 1 contain little
coherent discussion of the speech
0
These essays do no more than make a reference to the task.
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These essays either are left blank or are completely off topic.